Arguing the issue of fairness and the additional advantage for test takers with visual impairments, some professionals have expressed negative attitudes toward test accommodation. However, researchers have found that the validity of test accommodations increases when the test scores of students who need a particular accommodation increases, while the scores of those who do not need it remain the same. This study was conducted to examine the effects of read-aloud, the practice of providing a reader to read tests out loud as an accommodation for student with a disability. In this study, read-aloud was investigated in combination with commonly used accommodations for students with visual impairments like braille, large print, and extensions of time. The study was conducted as a pilot study before the investigation of the effects of read-aloud as a test accommodation on the academic achievement of students with visual impairments because of the paucity of previously conducted studies. The participants were 10 South Korean middle school students with visual impairments who were enrolled in a special school for students with visual impairments and a group of 10 Korean public school students without disabilities who were comparable in age and grade level in public schools. The results showed that the students with visual impairments performed better when given read-aloud accommodations than without them, whereas the students with no disabilities received higher scores without read-aloud than with it. (Contains 3 tables.)